Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study

Mackenzie, Susan Houge; Son, Julie S.; Eitel, Karla Bradley

doi:10.1016/j.jort.2018.01.008

Cited by 59 publications

(55 citation statements)

References 68 publications

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“…From an ED perspective, the environment is much more than the conduit through which activities take place, and "decontextualized activity-based programmes" [71] (p. 9) are limited in their capacity to facilitate desired outcomes. Meaningful engagement by learners, considered active agents, with environments both natural and artificial can play a substantial role in supporting learning outcomes, enhancing participant health and wellbeing and providing intrinsic motivation for achieving personal goals [72]. The Ecological Dynamics perspective recognises a set of conditions that can be utilised in AEP to complement the work of McKenzie by addressing the contemporary issues raised, further extending our understanding of how effective AEP outcomes can be achieved.…”

Section: Building On the Foundations Of Mckenzie's Workmentioning

confidence: 99%

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

King

Hardwell

Brymer

et al. 2020

Sports

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Two decades ago, McKenzie's meta-analysis of literature provided six fundamental elements of adventure education programme design still used to guide research and practice today. While the value of McKenzie's early work should not be underestimated, adventure education has undergone considerable changes. Adventurous activities are now available in urban and indoor contexts and used to facilitate a growing health and wellbeing agenda. The use of risk as part of adventure education programming has also been critiqued. This paper reflects on contemporary notions of adventure, risk and the emergent narratives emphasising the associated psychological benefits. The Ecological Dynamics framework, along with representative design delivery, are presented as a viable way of building on McKenzie's work. Both consider how effective outcomes in adventure education programmes are achieved through designs that focus on the unique relationship between the individual and their environment. While McKenzie's six elements recognise the importance of human relationships, Ecological Dynamics forefronts relational elements, not just between participants but, importantly, the task and the environment. Individual participant needs in relation to their everyday life therefore become the focus of adventure education expanding beyond the traditional long-standing narratives of risk and danger. Through these two important concepts, this paper advocates an approach to the design of adventure representative of a participant's everyday environment. In this way, adventure education outcomes translate beyond the adventure-specific context and align more holistically with the needs of individual participants while also assuring emphasis on individual health and wellbeing.Sports 2020, 8, 20 2 of 16 environments. Activities referred to the quality of the activities designed into the programme and how well they provide mental, physical and psychological challenges and opportunities for mastery. Processing described the process of making sense of the programme by the participants and how learning in the adventure programme might be transferred to everyday life. The group element focused on the impact of group size, fellow participants and cooperation during learning. The instructor's influence included how they interacted with the group and what they brought to the programme. The participant's characteristics and capacity for autonomy were also considered important.Underpinning these categories was the notion that effective adventure programme design suggested the inclusion of challenge and risk, for example, opportunities for emotional and social risk. Contemporary evidence suggests AEP is still based on activities designed to emphasise the impact of risk (physical and psychological), with little regard for nature and requirements of participants [2][3][4][5][6]. According to Wurdinger [7], it is risk, danger and uncertainty that differentiate AEP from other activities and impacts on the learning outcomes (see Brown and Beames [3] for a contemporary ...

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Section: Building On the Foundations Of Mckenzie's Workmentioning

confidence: 99%

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

King

Hardwell

Brymer

et al. 2020

Sports

View full text Add to dashboard Cite

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“…Nowadays, we move to burn excess calories we ingest, to compensate our use of motor vehicles to get around, to have fun, or to maintain our health put at risk by our society's sedentary lifestyle that diminishes our quality of life when adopted at an early age [1]. One of the most relevant aspects of physical activity (PA) practice is its close relationship with health and the lower possibility of death, in addition to a higher quality of life [2]. There are numerous studies that analyze this relationship, which have given PA great relevance in people's daily lives [3].…”

Section: Introductionmentioning

confidence: 99%

Walk More towards Active Leisure, Tourism, Culture, and Education

et al. 2019

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Background: This article addresses the following question: why don’t primary and secondary school students perform urban walks or hikes during cultural and tourist visits of the cities they live in, when engaging in physical activity (PA)? The aim is to demonstrate that exploring cities on foot is a different, important, and necessary way to perform PA, that leads to improving social relations and exposing individuals to culture; in particular, teachers would be trained for this. Methods: qualitative methodology based on exploratory observation; state-of-the-art literature review; design of a didactic proposal in the form of an Urban Walk. Results: existence of publications on related activities in many countries including Spain; development and implementation of the Urban Walk; opinions of its future teachers and their knowledge of the possibilities and advantages of this proposal and its relationship with different knowledge subjects. Conclusions: the Urban Walk facilitates future teacher knowledge of cities and provides a new approach to PA; physical-cultural activities that complement the proposal need to be designed.

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“…A legtöbb tanulmány a múzeumi (pl. Holmes, 2012;Bamberger & Tal, 2008Tal & Morag, 2007;Wilde & Urhahne, 2008;Yu & Yang, 2010), valamint a terepi (Fägerstam, 2014;Jordet, 2009;Kempa & Orion, 1996;Mackenzie, Son & Eitel, 2018;Mannion, Mattu & Wilson, 2015;Šimon, 2013) tanulással foglalkozik, de számos publikációt találunk további nemformális tanulási színterekkel kapcsolatban is, mint például állatkertek (Rahm & Doris, 2008; Wüst-Ackermann, Vollmer, Randler & Itzek-Greulich, 2018) vagy gyárak, mezőgazdasági üzemek (Bozdogan, 2008;Mattu & Wilson, 2015). Azonban a hatásvizsgálatokkal foglalkozó empirikus tanulmányok, kutatási beszámolók igen eltérő színvonalúak mind elméleti megalapozottságukat, mind pedig metodológiájukat tekintve (Scrutton & Beames, 2015;Rickinson et al, 2004).…”

Section: A Nemzetközi Hatásvizsgálatok Metaanalízise Szintéziseunclassified

“…Az utóvizsgálatot alkalmazó mérések eredményei szignifikánsan magasabb attitűdértékeket mutatnak a programok megvalósulását követően a környezet és helyszín iránt, de az adott tantárggyal, vagy az ahhoz kapcsolódó problémakörrel is (Eshach, 2007;Fägerstam & Blom, 2013;Gilbertson, 1990;Hofstein és Rosenfeld, 1996). Ezen kívül a tanulók tanulási kedvében, intrinzik motivácójában is pozitív változást mutatnak az eredmények, még a lemorzsolódó, alacsony belső motivációval rendelkező tanulók esetében (Bølling, Otte, Elsborg, Nielsen & Bentsen, 2018;Dettweiler, Ünlü, Lauterbach, Becker, & Gschrey, 2015;Dettweiler, Lauterbach, Becker, & Simon, 2017;Dillon et al, 2006;Geier & Bogner, 2010;Mackenzie, Son & Eitel, 2018). Az iskolán kívüli tudományos intézmények olyan környezeti feltételeket biztosítanak, melyek a természettudományok népszerűsítésében és megértésében segíthetnek.…”

Section: A Hatásvizsgálatok Területeiunclassified

“…Elsősorban az iskolán kívüli tanulás egyik típusának, a fizikai kihívást előtérbe helyező kalandalapú tanulás (adventure learning) kutatása során helyeződik a hangsúly a testi és pszichomotoros fejlesztő hatásra, de valamennyi tantermen kívüli programra jellemző a magasabb fizikai aktivitási szint, így ebben a dimenzióban sok eredményes programról számolnak be a tanulmányok (Dettweiler & Becker, 2016;Mackenzie, Son & Eitel, 2018;Matluba & Bell, 2014;Mikaels, Backman & Lundvall, 2015;Mygind, 2007;Thompson Coon et al, 2011). Falk és Dierking (idézi Amos & Reiss, 2012. p. 39) Csíkszentmihályi gondolataira alapozva úgy vélik, hogy a diákok az intenzív, fizikai kihívást is igénylő iskolán kívüli programok közben a "flow" élményének olyan fokát élik át, mely iskolai környezetben aligha érhető el, és ami erős belső motivációval látja el őket.…”

Section: A Hatásvizsgálatok Területeiunclassified

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Az iskolán kívüli tanulás gyakorlatának, megítélésének és hatásának vizsgálata általános iskolás tanulók, pedagógusok és intézményvezetők körében

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Using outdoor adventure to enhance intrinsic motivation and engagement in science and physical activity: An exploratory study

Cited by 59 publications

References 68 publications

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

Walk More towards Active Leisure, Tourism, Culture, and Education

Az iskolán kívüli tanulás gyakorlatának, megítélésének és hatásának vizsgálata általános iskolás tanulók, pedagógusok és intézményvezetők körében

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